以蘊含序列與詞彙密度兩種結構探討科學課文結構與閱讀理解的關係－以溫度與熱為例

A Study of The Effect of Systemic Functional Science Texts on Pupils’ Reading Comprehension ── An Example of “Heat and Temperature” Texts

翁育誠(YU-CHENG WENG)

指導教授 ： 楊文金

國立臺灣師範大學/理學院/科學教育研究所/碩士(2003年)

摘要

本次的研究目的旨在探討以系統功能語言學(SFL)的理論架構設計科學文本，對學習者的閱讀學習理解的影響。選取的研究單元是「溫度與熱」，共有三種科學概念相同的文本：「傳統文本」是現行自然與生活科技課文，而將傳統文本依照SFL的「詞彙密度」與「蘊含序列」兩項原則進行改寫後，可得到高詞彙密度的蘊含序列文本(簡稱「蘊含文本」)及低詞彙密度的蘊含序列文本(簡稱「低詞文本」)。研究工具則藉「溫度與熱先備知識測驗」瞭解學習者在閱讀文本前的先備知識，並藉由「溫度與熱閱讀學習成就測驗」瞭解學習者閱讀文本後的閱讀學習成就。共有166名國一學生參加此項研究，每位參與者皆隨機分派上述三種文本之一。另外，另行設計實驗以電腦測量受試者的文本閱讀時間。主要發現如下：(1)在閱讀學習成就方面，受試者閱讀「蘊含文本」或「低詞文本」的學習成就均顯著優於「傳統文本」。(2)若進一步考慮受試者的先備知識，則「低」、「中」先備知識受試者閱讀「蘊含文本」或「低詞文本」的學習成就均顯著優於「傳統文本」；而「高」先備知識受試者閱讀「蘊含文本」的學習成就則是顯著優於「傳統文本」及「低詞文本」，其中造成高先備知識受試者閱讀「低詞文本」的學習成就低落主要反應於「情境理解」與「應用理解」兩項較高層次的理解向度。(3)文本閱讀時間方面，閱讀「蘊含文本」的閱讀時間顯著較「傳統文本」及「低詞文本」長。最後，根據研究的結果，建議往後的教科書編排應多加注意文本的推理關係發展，同時，在科學專有名詞的引介上，應多加分析和解釋現象的形成，以提升學習的效果。

關鍵字

蘊含序列 ； 詞彙密度

並列摘要

The purpose of this study was to investigate the effect of science texts designed with/out systemic functional linguistics (SFL) on pupils’ reading comprehension. Three versions of “Heat and Temperature” science text were generated. The “Traditional” text was selected directly from current junior high science textbook, and by considering “lexical density” and “implication sequence” two revisions of the former text were resulted: “implication sequence with high/low lexical density” texts. These three texts were identical in terms of science concepts. The “test of prior knowledge of heat and temperature” was revised as the instrument for gathering pupils’ prior understanding of the topic before reading the text, and the “reading comprehension test of heat and temperature” was developed to probe the readers’ understanding after reading the text. Totally 166 7th graders participated in this study, they were randomly assigned to read one of the three texts mentioned above. In addition, the reading time also recorded by using computers. Major findings were as following: (a) Pupils who read “implication sequence with high/low lexical density” text performed better than those read “Traditional” text in reading comprehension test. (b) Secondary, pupils with low/medium prior knowledge out performed in the context of reading “implication sequence with high/low lexical density” text than reading “Traditional” one. In addition, high prior knowledge pupils who read “implication sequence with high lexical density” text performed better than those read “Traditional” text or “implication sequence with low lexical density” text. The unexpected performance of high prior knowledge pupils in reading “implication sequence with low lexical density” text were due to their under performance in the aspects of “situational understanding” and “application”. (c) With respect to the time of reading, reading “implication sequence with high lexical density” text took more time than reading “Traditional” text and “implication sequence with low lexical density” text. In conclusion, the findings suggests that science text writing should take care more on development of text sequencing; moreover, when introducing science technical terms, the development of technicality is needed to promote pupils’ reading comprehension.

並列關鍵字

implication sequence ； lexical density

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